A study of music in a school for the deaf -its influence on other subjects-

Research Project

Project/Area Number	24531266
Research Category	Grant-in-Aid for Scientific Research (C)
Allocation Type	Multi-year Fund
Section	一般
Research Field	Special needs education
Research Institution	Kanazawa Seiryo University
Principal Investigator	TAKAGAKI Nobuyo 金沢星稜大学, 人間科学部, 特任准教授 (90515983)
Research Collaborator	MURAZHI Tokie UENAKA Wakana
Project Period (FY)	2012-04-01 – 2015-03-31
Project Status	Completed (Fiscal Year 2014)
Budget Amount *help	¥2,080,000 (Direct Cost: ¥1,600,000、Indirect Cost: ¥480,000) Fiscal Year 2014: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000) Fiscal Year 2013: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000) Fiscal Year 2012: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Keywords	身体表現 / リズム / 音 / 教科教育 / ろう教育
Outline of Final Research Achievements	There are many reports that music has an influence on people with disabilities. As I give lessons to people in special needs who don't have any hearing problems. I wonder how music is taught in a school for the deaf. You can see the words like "Expression" and "Appreciation" in the ministry's curriculum guideline for music education. Hearing impaired children can't appreciate music, but they can express it. They can achieve those goals by physically responding to music. In the curriculum guideline for other subjects, you can also see the phrases such as “expanding students’ interests, activating their attitudes to their daily life and learning, and cultivating their aesthetic sentiments.” Physical responses to music help encourage deaf students to create rhythm and take positive attitudes toward other activities in their life.